Welcome to the
Barnsley TSA
Innovation, Research &
Development Network
Launch
What’s it all about?
Building collaborative learning
opportunities
Finding creative solutions to the
issues in your classrooms
Spreading the use of evidenced
based practise
Last year’s R and D project:
• What are the strategies which lead to
low attaining children making at least
expected progress in writing?
• How can we adapt these strategies to
accelerate learning in our school?
The process:
• Identified pressing issue of getting pupils to write through talking with teachers
• LA Data identified pupils to focus on at key stage 2, 3 and 4
• Colleagues with issues around writing with low attaining pupils met to develop focused enquiry questions in small themed groups
Getting started…
• Chose particular pupils to focus on
• Identified baseline evidence that would also show an impact after the intervention
Qualitative:
Questionnaires with pupils and staff
Pupils’ work
Rubric designed around pupils’ learning dispositions
Quantative:
Academic and other data
Professional Learning phase
Colleagues were facilitated to upskill
themselves in order to close the gap
through:
• Observing in other settings
• Training with experts in their focus area
• Sharing ideas with colleagues from
different settings
Implementation phase
• Colleagues reflected on their enquiries
• The enquiry evolved as colleagues
realised what they thought was the issue
was something else
• There was a tangible positive energy in
the class and school as shifts were made
• Focusing in on particular pupils and
closing the gap created more reflective
practice
FindingsTentative findings of what helps low achieving pupils to make progress in writing:
1. Positive trusting relationships
2. Deep knowledge of the pupil, their needs and appropriate strategies
3. Practical, engaging, fun activities around writing
4. Active learning approaches
5. Discrete practise of skills along with incorporation in learning
6. A scaffolded sequenced approach to writing
7. Learners to have a voice in the process
Tangible outcomes• Dough gym
• Whole school training on scaffolding
for writing
• Extended writing learning sequence
• Writing handbook
• Talk for Writing processes developed
• Immersive learning developed
• Active grammar sessions
Today we will:
• Identify issues and themes for potential
projects
• Develop ideas into focused enquiry
• Explore different types of baselines and
what will be the right ones for your
enquiry
Proposed structure for this year:
• Session one term 2a:Identifying issues, focus in on an enquiry question
• Session two term 2b:Design an enquiry and evidence needed to show impact
• Session three term 3a 19th May:
Gather data and look at impact
• Session four term 3b 30th June:
Share findings
Surface, Explore and clarify a professional
issue
Collaboratively explore and learn more about that
issue and design an ‘intervention’
Try the intervention in practice with
focused study/observation
Explore what you have learned and
what that means for next practice.
BaselineResearch/Explore/
EnquirePlan for impact
What’s bugging you?
What are the issues and problems of
practice that are preventing some
pupils closing the gap?
Turning a problem of practice into an effective enquiry question:
Given the time frame keep the question specific and
focused!Some Examples:
What are the things we need to do to ensure our classrooms are set up for
independent learning?
What strategies might we employ to ensure our classrooms are places where
children engage in cooperative learning?
How do we ensure success criteria really do help learners reflect upon and
improve their learning?
What is the challenge and what evidence do you have
about it?
What do you want to be different and what do you think might make things
better?
So what is the research question you want to
explore?
Evidence Difference Question
Baseline Data – What do you know already?
What are learners achieving/feeling/doing/saying now?
What evidence tells you this?
How might you capture it?
What’s practice like now?
What are you/other staff doing/feeling/saying?
What evidence tells you this?How might you capture it?
Thinking about your question:
Models of enquiry
The type of enquiry you use depends on where you are
starting from! What’s the right model for you?
When you know there’s a problem but you aren’t
sure what it is.
Lesson study starts in the classroom with what is
currently going on.
A small group work together to plan, deliver
and analyze a lesson; construct a hypothesis and
look for solutions.
When you’ve got an Idea but you don’t know if it’s
making a difference or not.
RTCs measure the impact of an intervention.
Set up a trial testing two random groups – one with
intervention and one without. What’s the
impact? What difference does it make?
When the problem is clear but you need some
inspiration
Collaborative enquiries get you into other classrooms
and talking to other practitioners
Group size can vary but a focus is agreed. Observe
practice and discuss what you see. What are the
implications for you and your class?
Lesson Study RTCCollaborative
Enquiry
Collaborative Enquiry
Focus for enquiry is discussed & agreed
An initial place of enquiry is identified by the facilitator or
by the group
Enquiry walk takes place with discussion on what is seen and
how is resonates with the group
Key learning points are distilled and
actions for back in own setting identified
Further questions are identified and focus
refined. A second venue is agreed
Enquiry walk takes place with discussion on what is seen and
how is resonates with the group
Key learning points are distilled and
actions for back in own setting identified
Impact of changes to practice is reflected
upon
Lesson Study
A problem is identified.
Group plan a session together. Teacher predicts what will happen to provide
context
Identified learners are observed through the lesson - do they behave in the way
predicted?
Learners are interviewed on their
response to the learning/lesson
Analysis of the lesson is shared &
hypothesis of learners needs is
created
Suggestions made or further research
carried out. Identify actions to implement
New lesson is planned
collaboratively and delivered – what is
the difference?
Randomized Control Trial
Full Group are split into 2
smaller random groups
Control group carry on as normal
Intervention is applied to trial group
Outcomes for both are measured and compared
Models of enquiry
Plan your enquiry – where might you start?
When you know there’s a problem but you aren’t
sure what it is.
Lesson study starts in the classroom with what is
currently going on.
A small group work together to plan, deliver
and analyze a lesson; construct a hypothesis and
look for solutions.
When you’ve got an Idea but you don’t know if it’s
making a difference or not.
RTCs measure the impact of an intervention.
Set up a trial testing two random groups – one with
intervention and one without. What’s the
impact? What difference does it make?
When the problem is clear but you need some
inspiration
Collaborative enquiries get you into other classrooms
and talking to other practitioners
Group size can vary but a focus is agreed. Observe
practice and discuss what you see. What are the
implications for you and your class?
Lesson Study RTCCollaborative
Enquiry
Dates so far:
Tuesday 19th May – data collection
Tuesday 30th June – sharing findings
Identify any gaps in
professional learning
• Contact us between now and
the next meeting with any
gaps in professional learning